How does a teacher’s theory of reading influence his/her classroom

One popular theory of reading is the cognitive process approach, which suggests that successful reading happens through an active, internal dialogue between the reader and text. This means that effective readers are actively engaged in a conversation with what they are reading, “interpreting, analyzing, synthesizing and evaluating information” (Kenninger & Brozo 2005). In this view, comprehension does not simply happen passively but rather is an intentional act that involves engaging with a text for meaning-making purposes. For teachers who subscribe to this view of literacy development, instruction may involve having students actively interact with texts by annotating or underlining key ideas or summarizing key points from passages or articles. This type of engagement helps to promote deeper understanding and meaningful learning experiences for students.

Another common theory related to literacy development is constructivism which suggests that learning happens best through exploration and discovery within meaningful contexts (Vygotsky 1978). Teachers who embrace this view tend to take more student-centered approaches such as inquiry-based learning where children explore topics in depth by researching relevant materials, questioning texts more deeply than just surface level analysis, making connections between concepts learned in school and real world examples outside school walls–among other activities designed to give them meaningful opportunities to construct knowledge on their own terms–rather than relying solely upon direct instruction from teachers as a way for students to gain knowledge about any given topic or idea within class content areas like language arts/reading classes.  This type of approach encourages greater collaboration among peers as well as critical thinking skills necessary for success both inside education settings as well other life contexts beyond school boundaries including work experiences too!  Teachers might also have structured discussions around literature circles where each student reads assigned material then shares insights about it with classmates—encouraging further conversations about literary works being explored collectively amongst group members rather than individualized reflections alone at home prior coming back into classroom setting next day/week etcetera… After completed activities like these during class time allows opportunity for whole group debriefing/conversations afterwards consolidating previously acquired knowledge into larger collective context–allowing now all participants new perspectives based off one another’s unique contributions during collaborative experiences earlier too! These types of practices foster thoughtful engagement with texts while helping build relationships between teacher&students alike since everyone involved now has shared something together–accountable both socially & intellectually unifying class environment regardless subject matter being addressed even if only temporarily over course session duration(s) itself!

Overall then depending upon teachers personal beliefs regarding literacy acquisition influences kind strategies employed within classrooms accordingly—whether its focused primarly upon explicit instructions like phonics drills implemented traditional manner OR interactive approaches fostering exploration amongst learners themselves either solo self-directed ways OR guided collaboratively alongside others thus; however teacher understands complexities surrounding literacy process effects methodologies adopted ultimately impactingupon quality instruction delivered respective learners tied directly therein too!